CDIO模式融入運算思維之創意力影響之研究－以STEM課程為例

The Effects of the Integration of the CDIO model into Computational Thinking on creative ability- An Example of a STEM course

鍾華栩 ； 張綺芳 ； 邱柏升 ； 賴槿峰

《工程、技術與科技教育學術研討會》 第九屆 (2020/06) Pp. 208-218

https://doi.org/10.6571/SCETE.202006.0021

摘要

近年來，許多科學、技術、工程、數學（Science, Technology, Engineering, and Mathematics, STEM）等STEM科目的研究，強調的STEM知識及能力。然而，眾所周知事實是許多學生，對STEM科目缺乏興趣和創造力。本研究意旨探究以CDIO模式融入運算思維的教學方式，實施於某間南部大學STEM創客課程上，本課程實施時間為12周，修課學生為師範學院學生共有40名學生，所有學生均無相關之學習經驗。為了檢驗課程影響學生的創意力，本研究發放問卷來收集課程前後的資料。本研究設計採用單組前後測設計（one-group pretest-posttest design），本課程開發一個框架，整合STEM教育、CDIO工程教育方法、運算思維之教材。研究結果顯示對於學生創意力影響之差異以及不同性別學生，部分創意力問卷構面之統計達到顯著差異。

關鍵字

STEM ； 運算思維 ； CDIO模式 ； 創意力

並列摘要

In the past several years, most science, technology, engineering, and mathematics (STEM) studies emphasize improve student's STEM knowledge and skill. It is a well-known fact that a few students have a lack of interest and creativity in STEM subjects. The purpose of this study is aimed to explore the integration of the CDIO model into the computational thinking teaching method, which implemented a STEM maker course at a certain southern university. This course took a total of twelve weeks. All of the 40 college students are with the teacher's college backgrounds. To examine the impact of our course, we used the questionnaire before and after the STEM course applied to examine the students' creativity. This course develops a framework that integrates teaching materials for STEM education, CDIO model, and computational thinking. This study adopts the one-group pretest-posttest design. The results of the courses show that students have some dimensions of creativity shown a significant positive impact.

並列關鍵字

STEM ； computational thinking ； CDIO model ； creativity